Ed is a fourth-grade student who exhibits strong math skills but struggles with reading and language arts, currently performing at a beginning third-grade level in those areas. His IEP outlines annual academic and functional goals to improve reading comprehension and assignment submission, with specific progress evaluation metrics. Modifications for his learning environment include additional support such as a notetaker and extended test-taking time.

1. INDIVIDUAL EDUCATION PLAN
Name: Cate, Ed U. Date of Birth: 4/10/2002
School: Main Street Elementary Grade: 4th
Primary Language: English Date of Meeting: 6/15/2011
Program Timeline: 9/5/2010-6/16/2011 Review Date: 6/10/2012
Present Level of Academic Achievement and Functional Performance
Ed is currently in the fourth-grade resource center program. His overall academic progress has
been good. His major strengths are Math and Personal/Social Development while his Reading
skills and Physical Functional skills need to be addressed.
Reading​: Overall functioning at the beginning third-grade level with weaknesses noted in
comprehension (answering inferential questions and drawing conclusions), vocabulary, and
decoding skills.
Math​: Overall functioning at the mid-fourth-grade level. He grasps concepts easily; mistakes are
generally calculation errors and in multistep and word problems.
Language Arts​: Overall functioning at the mid-third-grade level. He does not apply skills learned
into his daily writing; he has difficulty constructing sequentially organized paragraphs.
Cognitive Functioning​: trouble retaining newly learned skills, especially in language arts;
requires visual and auditory approach, difficulty formulating concepts; math is an area of
strength; reading/language arts needs to be addressed.
Personal/Social Development​: Quiet and cooperative child; willing to work with teacher;
tardiness to school is somewhat improved; frequently late with or missing assignments; needs to
work on organization skills; monitoring of homework is needed.
Physical/Health Status​: Due to recurrent kidney infections, may need to go to the bathroom
frequently.
Educational Program/Schedule of Services
Regular Education Special Education Related Arts Subject
Science Reading Art
Social Studies Language Arts Music
Math (In-class support) Physical education

2. Annual Goal - Academic
By the end of the school year, Ed will improve overall reading skills from a beginning
third-grade level to the beginning fourth-grade level by stating important facts, arranging correct
sequences, explaining the main idea and explaining logical conclusion.
Present Skill Progress points Type of Evaluation
Ed’s Math skills are on the
mid-fourth-grade level which
is just right for his level but
his reading skills must be
addressed.
1. States three out of ten
important facts from the
reading material
2. Arranges one out of seven
events from the passage in
correct sequence.
3. Can not identify the main
idea
4. Can not explain orally any
logical conclusion that can be
drawn from the text.
Upon completing the school
year, Ed will:
1. State six out of ten
important facts from the
reading material every
reading class.
2. Arrange five out of seven
events from the passage in
correct sequence.
3. Orally identify the main
idea 7 out of 10 passages
read.
4. Orally explain one out of
three logical conclusion that
can be drawn from the text
every reading activity.
Curriculum-based
measurement
Oral responses
Work samples
​ Evaluator​: Teacher
Annual Goal-Functional
By the end of the school year, Ed will improve overall work study functional skills from a
mid-third-grade to mid-fourth-grade level by completing his assignments and submitting it on
time 85% of the time.

3. Present skill Progress points Type of Evaluation
Ed's overall functioning is at
the mid-third-grade level.
Some of these habits need to
be addressed:
1. Completes 3 out of 10
homework assignments.
2. Submits 4 out of 10
homeworks on time.
3. Goes to school on time 2
out of 5 days a week.
Upon completing the school
year, Ed will:
1. Use a homework sign-off
notebook and will complete
all 8 out of 10 homework
assignments.
2. Work with a peer body, Ed
will have his required
assignments submitted 9 out
of ten times on time.
3. Go to school on time 4 out
of 5 days a week.
Curriculum-based
measurement
Homeworks submitted
Attendance
Evaluator: Teacher
.
Adaptive Devices and Modifications
Ed will be provided with a computer and a tape recorder, and arrangements will be made
for him to have a notetaker in his mainstreamed classes. He will be given test modifications,
including extended time to take tests, he will be tested in a quiet room with a minimal to no
distractions; and he will have access to a computer and a word processor program for use in
testing situations.
Language of Instruction:​ English
IEP Participants
Committee Participants Signature/s
Parent:​ Mrs. Andrea Cates __________
Parent: ​Mr. Harry Cates __________
Teacher: ​Mr. John Byrd __________
Speech Therapist: ​Ms. Ann Bate __________
Counselor: ​Mr. Sam Masters __________

4. Case Manager:​ Dr. Pat Smith __________
Parent/s were____ were not____ members of the committee (Please check appropriate
response.)
I (We) agree with the Individual Education Program ______
I (We) disagree with the Individual Education Program _______
_____________________
Parent/ Guardian Signature